Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade?

TLDR

The study examined whether the association between curriculum‑based measurement (CBM) and reading skills varies by grade and identified benchmark cut‑scores for multiple reading subskills from grades 1–4. A sample of 310 students from four schools across grades 1–4 completed CBM reading passages and the Woodcock Reading Mastery Test subtests of Word Attack, Word Identification, and Passage Comprehension. CBM was strongly correlated with decoding, word reading, passage comprehension, basic skills, and total reading‑short at every grade, but benchmarks could not distinguish individual subskills, only overall reading competence, informing practitioners about students needing additional support.

Abstract

The primary purpose of this study was to assess whether the relation between curriculum-based measurement (CBM) and specific reading skills changes as a function of grade. In addition, this study sought to identify cutscores that correspond with benchmark performance on a variety of reading subskills at Grades 1 through 4. Participants were 310 students, distributed approximately equally across grades, from four schools. Participants were administered CBM reading passages and the Word Attack, Word Identification, and Passage Comprehension subtests from the Woodcock Reading Mastery Test—Revised. Findings indicated that the relation between CBM with decoding, word reading, passage comprehension, basic skills, and total reading-short was strong at each grade level. Benchmarks could not be differentiated for individual reading subskills, but were identified for overall reading competence at each grade level. Implications are drawn for helping school psychologists and other practitioners determine which students need further instructional support in reading.